Measuring Impacts of Andragogical Treatments: An Experimental Study of Self-perceived Critical Thinking Behavioral Change in Undergraduate Students

Abstract

Critical thinking is often noted as lacking in today’s workforce, but research has demonstrated that critical thinking can be taught while improving students’ course content information retention. However, new reports reveal inadequate inclusion of critical thinking andragogy in the curriculum. Given this dichotomy, this study aimed to use a behaviorally-anchored competency-based model to asses students’ self-perceived critical thinking behavioral change in a one-semester treatment. Instructors used the QUEEN Critical Thinking Model, a behaviorally-anchored competency-based approach critical thinking model and assessment, to teach and evaluate critical thinking behaviors to students in an upper-level leadership ethics course. QUEEN Student Self-Assessment indicates students’ critical thinking behaviors increased significantly over one semester. To prepare students to close the essential skills gap, we recommend instructors purposefully design learning strategies that teach critical thinking behaviors. Based on the results of this study, it can be concluded that using high-impact andragogical methodology to apply the QUEEN Model of Critical Thinking is effective for integrating critical thinking behaviors into established college classes to increase students’ self-perceived critical thinking behaviors.